Stage 3 - Plan Learning Experiences and Instruction
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that there are a wide array of themes in every piece of literature. (Where), Students will be able to connect with the literature on a deeper level of understanding. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What) (H) 1.2 A google survey asking for their definitions of theme and moral and asking them to name a banned book, issues the night before. (Hook) (E) 1.3 Students will know the meaning of theme and moral. (Equip) I am using the T-Chart graphic organizer to help students understand the differences between a theme and a moral. I am using the cooperative learning structure Think-Pair-Share so as to let students think about the words themselves, then bounce definition ideas off of one another, and then come together as a group and create a large T-Chart on the board, which they will copy over to their T-Charts. (Explore) Students will use Comic Life to create a comic that creates a visual distinction between a theme and a moral and decide what definition they want to apply. (Experience) (R) 1.4 I am prompting students to develop their complete understanding of a term by creating their own definition. (Rethink) Students will trade comics with one another and will rate 1-5 on whether or not they understood the person's definition, and then explain on the back what they did or didn't understand about the definition. I will then use a rubric to give them a final grade, based off of a rubric, after they have had a chance to make revisions to their comics. (Revise/Refine) (E)1.5 Pre-Assessment:Create a google survey where students give their definition of "theme" and "moral" and ask them to name a banned book, Checking for Understanding: Definitions Are Us Timely Feedback: Self-assessment, and teacher feedback. (Evaluate) (T)1.6 (Tailors) Verbal: These students will enjoy developing a definition for moral and theme that is in their own words.
Logic: These students will enjoy using the Comic Life program to present their definitions of theme and moral in a way that exhibits their skill with the program.
Visual: These students will enjoy seeing the pictures and images that people use in their comics to represent their definitions of theme and moral.
Kinesthetic: These students will enjoy using themselves as models for their definitions of theme and moral in their comic.
Musical: These students will be encouraged to connect the idea of theme to the kinds of themes they might encounter in their favorite songs, and use that to help develop a definition of theme and moral.
Interpersonal: These students will enjoy conversing with other students about the definitions of theme and moral in their comics.
Intrapersonal: These students will enjoy getting the chance to read other people's comics and seeing how their definitions of theme and morak compare to their peers.
Naturalist: These students will enjoy taking photos of outdoor elements that represent their definitions of theme and moral. (O) 1.7 Students will be able to decide what is a theme and what is a moral, (Apply) Product: Comic Life, Number of Days: 2-3 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that there are a wide array of themes in every piece of literature. (Where), Students will be able to connect with the literature on a deeper level of understanding. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What) (H) 2.2 I will begin the class by reading a short story or fairy tale aloud to the class. (Hook) (E) 2.3 Students will know the meaning of theme and moral. (Equip) I am using the graphic organizer spider map to help students brainstorm themes while I read them a short story. I am using the cooperative learning structure Gallery Walk to give students a chance to see what themes their peers brainstormed, and see if there were any unique ones they did not think of on their own. (Explore) Students will create a brochure that advertises and describes the themes they pulled from the short story I read aloud to them. (Experience) (R) 2.4 I am helping students to learn how to pick out themes from a text by deciding what they think are themes in a text. (Rethink) Students will pair up and give each other feedback on their brochures, which they will then revise. Then I will will give them a final grade based off of the required elements on a rubric. (Revise/Refine) (E) 2.5 Checking for Understanding: Short Story Example, Timely Feedback: Teacher feedback, self-assessment, peer-feedback. (Evaluate) (T)2.6 (Tailors) Verbal: These students will enjoy conversing with other students and comparing the themes they picked out from the short story, to those of their peers.
Logic: These students will enjoy formatting their brochure in a way that best, in their eyes, presents the themes they picked out from the short story.
Visual: These students will enjoy seeing the different ways in which the themes are being advertised with different images and colors.
Kinesthetic: These students will enjoy the Gallery Walk and getting the chance to walk around and see the different brochures themes that people picked out from the short story.
Musical:
Interpersonal: These students will enjoy comparing their choice of themes in their brochure to those used by their peers, and explaining their reasoning behind those themes.
Intrapersonal: These students will enjoy being able to look at each brochure and mentally digest the different themes people have picked out from the short story.
Naturalist: (O)2.7 Students will be able to describe the themes of a literary text, (Explain) Product: Brochure, Number of Days: 2-3 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that by piecing together these themes, a reader can construct and objective summary of the text. (Where), Students will understand the relationship between the plot and the themes. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What) (H) 3.2 I will hand out colorful sticky notes that students will cut into attachable strips and will decorate them with a dramatic word or phrase to use as a marker when they come across when a theme is playing into the plot of "The Golden Compass." (Hook) (E)3.3 Students will know critical details in "The Golden Compass" (i.e when Lyra learns about dust, when Lyra become the assistant of Ms. Coulter, when Lyra learns the truth about the Gobblers, etc.) (Equip) I will use the Timeline graphic organizer to help students keep track of significant points in "The Golden Compass" and what themes apply to those points, this will be used as a rough draft when they create their digital version. I will use the cooperative learn structure Value Line by having each student choose one event and theme that they connected and present it before the class. Students will rate 1-10 whether they agree or disagree and the student must explain their reasoning. (Explore) Students will create a timeline that shows the significant plot points in "The Golden Compass" and will connect them to themes, marking their points with the sticky notes they cut up at the start of class. (Experience) (R) 3.4 I am helping students learn to recognize when a theme is playing into the plot of "The Golden Compass" by looking for significant events while reading, and recording them in their timeline. (Rethink) Students will present one of their events and themes from their timelines to the class, which will be rated on a scale of 1-10, and if a student cannot sufficiently defend their reasoning behind their event to theme relationship, they will have the opportunity to revise. I will then give them a final grade based off of my rubric. (Revise/Refine) (E) 3.5 Checking for Understanding: Exit Ticket, Timely Feedback: Teacher feedback, self-assessment. (Evaluate) (T)3.6 (Tailors) Verbal: These students will enjoy the part in the lesson when they are able to explain their event to theme relationship to the class, and assure any students who might think there is no relationship between their event and theme.
Logic: These students will enjoy having the opportunity to collect data on the ratings given by their classmates on their event to theme relationship from their timeline.
Visual: These students will enjoy being able to have a visual scale compiled of their peers to rate the validity of their event to theme relationship, as it will give them a body figure to judge their justification on.
Kinesthetic: These students will enjoy having the opportunity to use their bodies on the 1-10 scale in order to rate the relationship between one of their classmates events and theme point on their timeline.
Musical:
Interpersonal: These students will enjoy having the equal opportunity to both give feedback to their classmates on their event to theme relationship, and receiving feedback on their own event to theme relationship.
Intrapersonal: These students will enjoy having the opportunity to give constructive, non-verbal feedback to their classmates on their event to theme relationship.
Naturalist: (O) 3.7 Students will be able to recognize when a theme is playing into the plot of "The Golden Compass," (Self-Knowledge) Product: Timeline, Number ofDays: 5(Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that these themes develop over the course of the story. (Where), Students will learn that themes develop and expand throughout the course of the story. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What) (H) 4.2 I will draw the evolution of a caterpillar, to cocoon, to butterfly to symbolize the development of themes over the course of "The Golden Compass." (Hook) (E) 4.3 Students will know sequence and timelines in relation to themes. (Equip) I will use the Flow Chart graphic organizer to help students visualize a developing theme by writing down the original theme, three ways in which it evolved, and finally include textual evidence that supports their developmental claim. I will use the Numbered Heads cooperative learning strategy to create groups of four, each students having a number, to complete the flow chart organizer, I will then call out a number and the corresponding student must stand up to explain their group's flow chart. (Explore) Students will maintain a blog as they read "The Golden Compass" for each chapter which analyzes and connects a theme to the events in the chapter. (Experience) (R) 4.4 I am helping students learn to recognize and analyze the development of themes throughout the course of "The Golden Compass" by maintaining a blog as they read "The Golden Compass" that analyzes and connects a theme to the events in the chapter. (Rethink) At the end of "The Golden Compass" students will have the chance to review their past blog entries, share them with peers if they choose, and make any make any technical corrections to their blogs. I will then grade their blogs based off of my rubric. (Revise/Refine) (E) 4.5 Checking for Understanding: What's Still Confusing Me. Timely Feedback: Teacher feedback, self-reflection (Evaluate) (T)4.6 (Tailors) Verbal:
Logic: These students will enjoy analyzing the themes throughout the course of "The Golden Compass" and explaining the development and connections the themes make to the events in the chapter.
Visual: These students will enjoy being able to look back on their blog entries after they finish "The Golden Compass" and see their own progress and the progression of the themes throughout the course of the book in relation to the events in the chapter.
Kinesthetic:
Musical: These students will enjoy having the flexibility to add music videos or audio files to their blog that they feel connects to either the theme from the chapter or the events from the chapter in "The Golden Compass."
Interpersonal: These students will enjoy having the opportunity to not only share their thoughts and analyses on the chapter with me, but also verbally with their peers.
Intrapersonal: These students will enjoy being able to quietly reflect upon their readings and share their analyses of the themes and the connection to the chapter's events as publicly or privately as they wish.
Naturalist: After these students have completed the analyses of the themes and their connection to the events in the chapter in their blog, they have the option of adding an additional piece about where they chose to read their book and how that either inspired or was uninspiring for their thoughts. (O) 4.7 Students will be able to analyze the course of themes throughout "The Golden Compass," (Perspective) Product: Blog, Number of Days: 5 (ongoing with Lesson 3)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that by piecing together these themes, a reader can construct and objective summary of the text. (Where), Students will understand the relationship between the plot and the themes. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What) (H) 5.2 The class will walk in and will see pictures of the various characters from "The Golden Compass" presented on the board. (Hook) (E)5.3 Students will know critical details in "The Golden Compass" (i.e when Lyra learns about dust, when Lyra become the assistant of Ms. Coulter, when Lyra learns the truth about the Gobblers, etc.) (Equip) Students will choose a character from "The Golden Compass" and write their name in the center of the Time-Order Chart graphic organizer. They will then connect the character to four separate themes, each theme supported by textual evidence. I will then use Jigsaw cooperative learning strategy to separate the students into groups of students who chose the same character, and they will decide on the four themes that apply to their character. They will each be assigned a theme, and will collect textual research which they will share with the rest of their group before the end of class. (Explore) Students will create a glogster which visually represents their character and the connection to their themes. (Experience) (R) 5.4 I am helping students to learn about the connection of themes to characters of their choosing from "The Golden Compass." (Rethink) Students will present their glogster to the class, and will compare their glogster to those who did the same character to take note of the different ways a theme can be physically interpreted. I will then grade their glogster based off of a pre-designed rubric. (Revise/Refine) (E) 5.5 Checking for Understanding: Example/Non-Example. Timely Feedback: Teacher feedback, self-evaluation (Evaluate) (T)5.6 (Tailors) Verbal: These students will enjoy presenting their character glogster and explaining the themes which they connected to their character from "The Golden Compass."
Logic: These students will enjoy learning and exploring the glogster program and using the various editing tools to create a visual representation of their character to the corresponding themes from "The Golden Compass."
Visual: These students will enjoy using the various elements in glogster to create a visual representation of the relationship between their character and their corresponding themes from "The Golden Compass."
Kinesthetic:
Musical: These students will enjoy being able to use music videos and files as part of their visual representation glogster of the relationship between their character and themes from "The Golden Compass."
Interpersonal: Students will enjoy working with their group to decide the themes corresponding to their character and working together to find textual evidence from "The Golden Compass."
Intrapersonal:
Naturalist:These students will enjoy being able to use the character Iorik Byrnison, and armored polar bear, for their character representation glogster and relate him to four themes from "The Golden Compass." (O) 5.7 Students will be able to represent the themes with a character in "The Golden Compass," (Interpret) Product: Glogster, Number of Days: 2
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that by piecing together these themes, a reader can construct and objective summary of the text. (Where), Students will understand the relationship between the plot and the themes. (Why), Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.(What)
(H) 6.2 Have students write their favorite scene from "The Golden Compass" on the board as they enter the classroom. (Hook) (E)6.3 Students will know sequence and timelines in relation to themes. (Equip) Students will use the Tree Chart graphic organizer to create a visual representation of how a theme has developed throughout the course of "The Golden Compass," which will be used to help plan their digital portfolio. I will use the Inside/Outside cooperative learning strategy to give students the freedom to share and exchange ideas and analyses about the development of the theme they have chosen from "he Golden Compass." (Explore) At the end of "The Golden Compass," students will create a digital portfolio that shows how a particular theme has progressed and changed throughout the course of "The Golden Compass." (Experience) (R) 6.4 I am helping students think about and analyze the development of themes and their relationship to the plot in "The Golden Compass." (Rethink) Students will converse and share their analysis's with one another to build a digital portfolio depicting the development of their chosen theme and it's relationship to "The Golden Compass." I will then grade their digital portfolios based off of a previously created rubric. (Revise/Refine) (E) 6.5 Checking for Understanding: Let's Compare Notes. Timely Feedback: Teacher feedback, self-reflection, peer-feedback. (Evaluate) (T)6.6 (Tailors) Verbal: These students will enjoy conversing with their classmates about the development of their chosen theme from "The Golden Compass" in order to create their digital portfolio.
Logic: These students will enjoy organizing their developing theme on the graphic organizer and then transferring that data to their digital portfolio in a methodical way that shows the development of a theme and it's connection the to the plot of "The Golden Compass."
Visual: These students will enjoy having the graphic organizing Tree Chart to help them visualize the development of a theme over the course of "The Golden Compass."
Kinesthetic:
Musical: These students will enjoy having the option to add music videos or audio files to their digital portfolios that helps express the developing of their chosen theme from "The Golden Compass."
Interpersonal: These students will enjoy conversing and sharing analysis of the development of themes from "The Golden Compass" with their classmates in order to create their digital portfolio.
Intrapersonal: These students will enjoy having the time to reflect on their reading and blog postings about "The Golden Compass" in order to choose a theme and create a digital portfolio visualizing it's development throughout the course of the text.
Naturalist: (O) 6.7 Students will be able to relate the changing themes to the plot of "The Golden Compass," (Empathy) Product: Digital Portfolio, Number ofDays: 2
Stage 3 - Plan Learning Experiences and Instruction
Lesson 1
(H) 1.2 A google survey asking for their definitions of theme and moral and asking them to name a banned book, issues the night before. (Hook)
(E) 1.3 Students will know the meaning of theme and moral. (Equip) I am using the T-Chart graphic organizer to help students understand the differences between a theme and a moral. I am using the cooperative learning structure Think-Pair-Share so as to let students think about the words themselves, then bounce definition ideas off of one another, and then come together as a group and create a large T-Chart on the board, which they will copy over to their T-Charts. (Explore) Students will use Comic Life to create a comic that creates a visual distinction between a theme and a moral and decide what definition they want to apply. (Experience)
(R) 1.4 I am prompting students to develop their complete understanding of a term by creating their own definition. (Rethink) Students will trade comics with one another and will rate 1-5 on whether or not they understood the person's definition, and then explain on the back what they did or didn't understand about the definition. I will then use a rubric to give them a final grade, based off of a rubric, after they have had a chance to make revisions to their comics. (Revise/Refine)
(E)1.5 Pre-Assessment:Create a google survey where students give their definition of "theme" and "moral" and ask them to name a banned book, Checking for Understanding: Definitions Are Us Timely Feedback: Self-assessment, and teacher feedback. (Evaluate)
(T)1.6 (Tailors)
Verbal: These students will enjoy developing a definition for moral and theme that is in their own words.
Logic: These students will enjoy using the Comic Life program to present their definitions of theme and moral in a way that exhibits their skill with the program.
Visual: These students will enjoy seeing the pictures and images that people use in their comics to represent their definitions of theme and moral.
Kinesthetic: These students will enjoy using themselves as models for their definitions of theme and moral in their comic.
Musical: These students will be encouraged to connect the idea of theme to the kinds of themes they might encounter in their favorite songs, and use that to help develop a definition of theme and moral.
Interpersonal: These students will enjoy conversing with other students about the definitions of theme and moral in their comics.
Intrapersonal: These students will enjoy getting the chance to read other people's comics and seeing how their definitions of theme and morak compare to their peers.
Naturalist: These students will enjoy taking photos of outdoor elements that represent their definitions of theme and moral.
(O) 1.7 Students will be able to decide what is a theme and what is a moral, (Apply) Product: Comic Life, Number of Days: 2-3 (Organize)
Lesson 2
(H) 2.2 I will begin the class by reading a short story or fairy tale aloud to the class. (Hook)
(E) 2.3 Students will know the meaning of theme and moral. (Equip) I am using the graphic organizer spider map to help students brainstorm themes while I read them a short story. I am using the cooperative learning structure Gallery Walk to give students a chance to see what themes their peers brainstormed, and see if there were any unique ones they did not think of on their own. (Explore) Students will create a brochure that advertises and describes the themes they pulled from the short story I read aloud to them. (Experience)
(R) 2.4 I am helping students to learn how to pick out themes from a text by deciding what they think are themes in a text. (Rethink) Students will pair up and give each other feedback on their brochures, which they will then revise. Then I will will give them a final grade based off of the required elements on a rubric. (Revise/Refine)
(E) 2.5 Checking for Understanding: Short Story Example, Timely Feedback: Teacher feedback, self-assessment, peer-feedback. (Evaluate)
(T)2.6 (Tailors)
Verbal: These students will enjoy conversing with other students and comparing the themes they picked out from the short story, to those of their peers.
Logic: These students will enjoy formatting their brochure in a way that best, in their eyes, presents the themes they picked out from the short story.
Visual: These students will enjoy seeing the different ways in which the themes are being advertised with different images and colors.
Kinesthetic: These students will enjoy the Gallery Walk and getting the chance to walk around and see the different brochures themes that people picked out from the short story.
Musical:
Interpersonal: These students will enjoy comparing their choice of themes in their brochure to those used by their peers, and explaining their reasoning behind those themes.
Intrapersonal: These students will enjoy being able to look at each brochure and mentally digest the different themes people have picked out from the short story.
Naturalist:
(O)2.7 Students will be able to describe the themes of a literary text, (Explain) Product: Brochure, Number of Days: 2-3 (Organize)
Lesson 3
(H) 3.2 I will hand out colorful sticky notes that students will cut into attachable strips and will decorate them with a dramatic word or phrase to use as a marker when they come across when a theme is playing into the plot of "The Golden Compass." (Hook)
(E)3.3 Students will know critical details in "The Golden Compass" (i.e when Lyra learns about dust, when Lyra become the assistant of Ms. Coulter, when Lyra learns the truth about the Gobblers, etc.) (Equip) I will use the Timeline graphic organizer to help students keep track of significant points in "The Golden Compass" and what themes apply to those points, this will be used as a rough draft when they create their digital version. I will use the cooperative learn structure Value Line by having each student choose one event and theme that they connected and present it before the class. Students will rate 1-10 whether they agree or disagree and the student must explain their reasoning. (Explore) Students will create a timeline that shows the significant plot points in "The Golden Compass" and will connect them to themes, marking their points with the sticky notes they cut up at the start of class. (Experience)
(R) 3.4 I am helping students learn to recognize when a theme is playing into the plot of "The Golden Compass" by looking for significant events while reading, and recording them in their timeline. (Rethink) Students will present one of their events and themes from their timelines to the class, which will be rated on a scale of 1-10, and if a student cannot sufficiently defend their reasoning behind their event to theme relationship, they will have the opportunity to revise. I will then give them a final grade based off of my rubric. (Revise/Refine)
(E) 3.5 Checking for Understanding: Exit Ticket, Timely Feedback: Teacher feedback, self-assessment. (Evaluate)
(T)3.6 (Tailors)
Verbal: These students will enjoy the part in the lesson when they are able to explain their event to theme relationship to the class, and assure any students who might think there is no relationship between their event and theme.
Logic: These students will enjoy having the opportunity to collect data on the ratings given by their classmates on their event to theme relationship from their timeline.
Visual: These students will enjoy being able to have a visual scale compiled of their peers to rate the validity of their event to theme relationship, as it will give them a body figure to judge their justification on.
Kinesthetic: These students will enjoy having the opportunity to use their bodies on the 1-10 scale in order to rate the relationship between one of their classmates events and theme point on their timeline.
Musical:
Interpersonal: These students will enjoy having the equal opportunity to both give feedback to their classmates on their event to theme relationship, and receiving feedback on their own event to theme relationship.
Intrapersonal: These students will enjoy having the opportunity to give constructive, non-verbal feedback to their classmates on their event to theme relationship.
Naturalist:
(O) 3.7 Students will be able to recognize when a theme is playing into the plot of "The Golden Compass," (Self-Knowledge) Product: Timeline, Number of Days: 5(Organize)
Lesson 4
(H) 4.2 I will draw the evolution of a caterpillar, to cocoon, to butterfly to symbolize the development of themes over the course of "The Golden Compass." (Hook)
(E) 4.3 Students will know sequence and timelines in relation to themes. (Equip) I will use the Flow Chart graphic organizer to help students visualize a developing theme by writing down the original theme, three ways in which it evolved, and finally include textual evidence that supports their developmental claim. I will use the Numbered Heads cooperative learning strategy to create groups of four, each students having a number, to complete the flow chart organizer, I will then call out a number and the corresponding student must stand up to explain their group's flow chart. (Explore) Students will maintain a blog as they read "The Golden Compass" for each chapter which analyzes and connects a theme to the events in the chapter. (Experience)
(R) 4.4 I am helping students learn to recognize and analyze the development of themes throughout the course of "The Golden Compass" by maintaining a blog as they read "The Golden Compass" that analyzes and connects a theme to the events in the chapter. (Rethink) At the end of "The Golden Compass" students will have the chance to review their past blog entries, share them with peers if they choose, and make any make any technical corrections to their blogs. I will then grade their blogs based off of my rubric. (Revise/Refine)
(E) 4.5 Checking for Understanding: What's Still Confusing Me. Timely Feedback: Teacher feedback, self-reflection (Evaluate)
(T)4.6 (Tailors)
Verbal:
Logic: These students will enjoy analyzing the themes throughout the course of "The Golden Compass" and explaining the development and connections the themes make to the events in the chapter.
Visual: These students will enjoy being able to look back on their blog entries after they finish "The Golden Compass" and see their own progress and the progression of the themes throughout the course of the book in relation to the events in the chapter.
Kinesthetic:
Musical: These students will enjoy having the flexibility to add music videos or audio files to their blog that they feel connects to either the theme from the chapter or the events from the chapter in "The Golden Compass."
Interpersonal: These students will enjoy having the opportunity to not only share their thoughts and analyses on the chapter with me, but also verbally with their peers.
Intrapersonal: These students will enjoy being able to quietly reflect upon their readings and share their analyses of the themes and the connection to the chapter's events as publicly or privately as they wish.
Naturalist: After these students have completed the analyses of the themes and their connection to the events in the chapter in their blog, they have the option of adding an additional piece about where they chose to read their book and how that either inspired or was uninspiring for their thoughts.
(O) 4.7 Students will be able to analyze the course of themes throughout "The Golden Compass," (Perspective) Product: Blog, Number of Days: 5 (ongoing with Lesson 3)
Lesson 5
(H) 5.2 The class will walk in and will see pictures of the various characters from "The Golden Compass" presented on the board. (Hook)
(E)5.3 Students will know critical details in "The Golden Compass" (i.e when Lyra learns about dust, when Lyra become the assistant of Ms. Coulter, when Lyra learns the truth about the Gobblers, etc.) (Equip) Students will choose a character from "The Golden Compass" and write their name in the center of the Time-Order Chart graphic organizer. They will then connect the character to four separate themes, each theme supported by textual evidence. I will then use Jigsaw cooperative learning strategy to separate the students into groups of students who chose the same character, and they will decide on the four themes that apply to their character. They will each be assigned a theme, and will collect textual research which they will share with the rest of their group before the end of class. (Explore) Students will create a glogster which visually represents their character and the connection to their themes. (Experience)
(R) 5.4 I am helping students to learn about the connection of themes to characters of their choosing from "The Golden Compass." (Rethink) Students will present their glogster to the class, and will compare their glogster to those who did the same character to take note of the different ways a theme can be physically interpreted. I will then grade their glogster based off of a pre-designed rubric. (Revise/Refine)
(E) 5.5 Checking for Understanding: Example/Non-Example. Timely Feedback: Teacher feedback, self-evaluation (Evaluate)
(T)5.6 (Tailors)
Verbal: These students will enjoy presenting their character glogster and explaining the themes which they connected to their character from "The Golden Compass."
Logic: These students will enjoy learning and exploring the glogster program and using the various editing tools to create a visual representation of their character to the corresponding themes from "The Golden Compass."
Visual: These students will enjoy using the various elements in glogster to create a visual representation of the relationship between their character and their corresponding themes from "The Golden Compass."
Kinesthetic:
Musical: These students will enjoy being able to use music videos and files as part of their visual representation glogster of the relationship between their character and themes from "The Golden Compass."
Interpersonal: Students will enjoy working with their group to decide the themes corresponding to their character and working together to find textual evidence from "The Golden Compass."
Intrapersonal:
Naturalist:These students will enjoy being able to use the character Iorik Byrnison, and armored polar bear, for their character representation glogster and relate him to four themes from "The Golden Compass."
(O) 5.7 Students will be able to represent the themes with a character in "The Golden Compass," (Interpret) Product: Glogster, Number of Days: 2
Lesson 6
(H) 6.2 Have students write their favorite scene from "The Golden Compass" on the board as they enter the classroom. (Hook)
(E)6.3 Students will know sequence and timelines in relation to themes. (Equip) Students will use the Tree Chart graphic organizer to create a visual representation of how a theme has developed throughout the course of "The Golden Compass," which will be used to help plan their digital portfolio. I will use the Inside/Outside cooperative learning strategy to give students the freedom to share and exchange ideas and analyses about the development of the theme they have chosen from "he Golden Compass." (Explore) At the end of "The Golden Compass," students will create a digital portfolio that shows how a particular theme has progressed and changed throughout the course of "The Golden Compass." (Experience)
(R) 6.4 I am helping students think about and analyze the development of themes and their relationship to the plot in "The Golden Compass." (Rethink) Students will converse and share their analysis's with one another to build a digital portfolio depicting the development of their chosen theme and it's relationship to "The Golden Compass." I will then grade their digital portfolios based off of a previously created rubric. (Revise/Refine)
(E) 6.5 Checking for Understanding: Let's Compare Notes. Timely Feedback: Teacher feedback, self-reflection, peer-feedback. (Evaluate)
(T)6.6 (Tailors)
Verbal: These students will enjoy conversing with their classmates about the development of their chosen theme from "The Golden Compass" in order to create their digital portfolio.
Logic: These students will enjoy organizing their developing theme on the graphic organizer and then transferring that data to their digital portfolio in a methodical way that shows the development of a theme and it's connection the to the plot of "The Golden Compass."
Visual: These students will enjoy having the graphic organizing Tree Chart to help them visualize the development of a theme over the course of "The Golden Compass."
Kinesthetic:
Musical: These students will enjoy having the option to add music videos or audio files to their digital portfolios that helps express the developing of their chosen theme from "The Golden Compass."
Interpersonal: These students will enjoy conversing and sharing analysis of the development of themes from "The Golden Compass" with their classmates in order to create their digital portfolio.
Intrapersonal: These students will enjoy having the time to reflect on their reading and blog postings about "The Golden Compass" in order to choose a theme and create a digital portfolio visualizing it's development throughout the course of the text.
Naturalist:
(O) 6.7 Students will be able to relate the changing themes to the plot of "The Golden Compass," (Empathy) Product: Digital Portfolio, Number of Days: 2
2004 ASCD and Grant Wiggins and Jay McTighe